This quantitative study examined general and special education teachers' self-efficacy, attitudes, and teaching efficacy in implementing inclusive practices in Texas secondary schools. Grounded in Bandura's Social Cognitive Theory, the research explored how teacher efficacy impacted the successful integration of students with disabilities into mainstream classrooms. Three guiding research questions asked about (1) the relationship between teacher attitudes and self-efficacy scores, (2) the differences between general and special education teachers' attitudes, and (3) the role of teaching experience on shaping the efficacy of inclusive practices. Data were collected using established instruments: the Teachers' Sense of Efficacy Scale (TSES) and the Teacher Efficacy for Inclusive Practice Scale (TEIPS). Findings indicated a positive correlation between higher self-efficacy and favorable attitudes towards inclusion, with special education teachers reporting greater efficacy than their general education counterparts. Additionally, teacher experience significantly influenced self-efficacy and ability to effectively implement inclusive practices. This study contributes to understanding the critical role of self-efficacy in successful inclusive education and underscores the importance of targeted professional development to enhance teacher confidence and instructional skills in diverse classroom settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]